Moving past postcolonial hybrid spaces
How Buddhist monks make meaning of biology
Bibliographic Data
| ID | 21392903 |
|---|---|
| Authors | Meena M Balgopal (0000-0002-3846-9256, Department of Biology Colorado State University Fort Collins Colorado USA, corresponding author), Nicole M Gerardo (0000-0002-3185-6616, Department of Biology Emory University Atlanta Georgia USA), Jampa Topden (Sera Jey Monastic University Bylakuppe Karnataka India), Kalden Gyatso (Sera Jey Monastic University Bylakuppe Karnataka India) |
| Year | 2021 |
| Volume | 105 |
| Issue | 3 |
| Pages | 473-497 |
| Publication date | 2021-05-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science Education (JOURNAL) |
| Journal identifiers | ISSN: 0036-8326 • E-ISSN: 1098-237X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/sce.21616 |
| OpenAlex | W3133295524 |
| Language | EN |
| Citations received | 7 |
| References cited | 59 |
In formal learning spaces, students must navigate making meaning of both new knowledge and potentially new worldviews. In this qualitative grounded theory study, we examined how adult Buddhist monastic students learned about and described the origin of biodiversity in an introductory biology course. The study was conducted at a Tibetan settlement in south India during an 8‐day class that was offered as part of joint program between an American university and the Tibetan Buddhist monastic community. Informed by hybridity theory, we describe four findings regarding how the monks made meaning (i.e., deciding what to learn , framing what to learn , why they should learn , and how they could learn ). The monks (1) integrated the new knowledge about physical diversity into their worldview of “mental diversity;” (2) found similarities between their worldview and academic science; (3) were both intrinsically and extrinsically motivated to learn about biology; and (4) valued opportunities to engage in dialectical discourse to assist in meaning making. We conclude that the monks navigated different epistemologies demonstrating secured collateral learning. We encourage researchers to consider using a decolonized perspective when conducting studies of learning in hybrid or third spaces
Buddhism · Dialectic · Epistemology · Framing (construction) · Hybridity · Linguistics · Meaning (existential) · Meaning-making · Pedagogy · Sociology · Theology · Anthropology · Education and Critical Thinking Development · Educational Strategies and Epistemologies · History · Philosophy · Science Education and Pedagogy
Spurring and siloing
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Dialogue-Based Learning
Drawing-to-Learn
A Theoretical and Methodological Assembly to Plan, Teach and Assess Learning in Science Education with an Intercultural Approach
A Decolonial Plasticity? Diffracting Epigenetics to Reconnect Histories of the Body
Traditional Tibetan Buddhist Monastic Education and Its Contemporary Adaptations Since 1959
The Dialectical Biologist
Handbook of Research on Writing
Social Linguistics and Literacies
Funds of knowledge and discourses and hybrid space
Postcolonialism and education
Accommodation of a scientific conception
Indigenous knowledge and science revisited
The Presentation of Self in Everyday Life
Found in Translation
Traditional Ecological Knowledge, Border Theory and Justice
Tibetan
Questioning Hybridity, Postcolonialism and Globalization
Postcolonial or neocolonial? Defining the grounds of research in global communication studies
Postcolonial or neocolonial? Defining the grounds of research in global communication studies
Rethinking diversity
Thinking multicultural education ‘otherwise’ – from a secularist construction towards a plurality of epistemologies and worldviews
Writing to learn ecology
Neocolonialism in education
Risks and pleasures
Who is a Proper Opponent? The Tibetan Buddhist Concept of phyi rgol yang dag
Creating Hybrid Spaces for Engaging School Science Among Urban Middle School Girls
Working toward third space in content area literacy
Cultural processes in science education
Latin American Decolonial Social Studies of Scientific Knowledge
Putting knowledge in its place
When Science Became Western
Decolonizing Science and Science Education in a Postcolonial Space (Trinidad, a Developing Caribbean Nation, Illustrates)
A Critique of Postcolonial Reason
The Theory of Reflexive Modernization
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 7 |